International Disability Alliance (IDA)
Member Organizations:
Disabled Peoples' International, Down Syndrome International,
Inclusion International, International Federation of Hard of Hearing People,
World Blind Union, World Federation of the Deaf,
World Federation of the DeafBlind,
World Network of Users and Survivors of Psychiatry,
Arab Organization of Disabled People, European Disability Forum,
Red Latinoamericana de Organizaciones no Gubernamentales de Personas con
Discapacidad y sus familias (RIADIS), Pacific Disability Forum
IDA recommendations for Concluding Observations, CRC 58th Session
The International Disability Alliance (IDA) has prepared the following recommendations for
the Concluding Observations, based on references to persons with disabilities to be found in
the State report submitted to the Committee on the Rights of the Child.
ICELAND
State Report
43. A new Act on Payments to the Parents of Chronically Ill or Seriously Disabled
Children, No. 22/2006, entered into force 1 July 2006. The objective of this Act is to secure
temporary financial assistance to parents when they are not able to work or study in acute
situations when their children are diagnosed with serious and chronical illnesses or
serious disabilities. Pursuant to Article 3 of the Act, the definition of a child is an individual
under 18 years of age.
Children deprived of a Family Environment (art. 20)
110.
In 2006, applications for placements in treatment homes were altogether 194, 106
regarding boys, and 88 regarding girls (see table in para. 111). 90 of the applications were
in Reykjavik, 59 in the vicinity of Reykjavik and 45 in rural areas (see table in para. 112).
The reasons for most of the applications for the placement of children in treatment homes
were behaviour problems, consumption of alcohol and drugs, learning difficulties, and
vagrancy (see table in para. 113) According to the applications for placement in a treatment
home, the family circumstances in most cases involved single mothers (32.5 percent),
followed by biological parents (22 percent), and mother/stepfather (22 percent) (see table in
para. 114).
113. Reasons for applications for a treatment home are the following (%):
Classification of children’s
problems
2002
2003
2004
2005
Behavioural problems ................
73
76
85
72
Use of alcohol ............................
55
53
56
52
Vagrancy ...................................
44
42
32
38
Social isolation ..........................
17
10
4
1
Drug use ....................................
55
58
46
53
Learning difficulties ....................
53
55
58
62
Absence from school .................
39
22
18
3
Offences .....................................
36
33
19
30
Violent behaviour .......................
26
31
20
32
Difficulties
at
home..........................
38
26
15
23
2006
53
52
41
0
55
49
1
26
24
22
Hyperactivity/minimal
brain dysfunction MBD .....................
22
Depression/Mental
disorder ............................................
22
Victim of sexual abuse ...............
9
Abused others sexually ..............
2
Other, disability, bullying .............
30
Number of children applied
for ...................................................
221
18
20
30
20
15
5
2
18
23
7
2
11
28
5
1
34
31
7
195
177
164
194
2
10
Children with Disabilities (art. 23)
Assistance
143. All parents of disabled children in Iceland receive financial assistance from the Social
Insurance Administration in accordance to the severity of the disability of their child.
According to the statistics of the Social Insurance Administration the total number of
disabled, chronically ill and impaired children whose parents received financial
assistance in the year 2005 was 5.371, which amounts to 6,8% of the children in the age of 017 years in Iceland. It can be assumed that the percentage is similar this year (2008), which
should amount to appr. 6.000 children taken into account the increase in population.
144. The nature of disability is not disaggregated in official statistics but it can be assumed
from the prevalence of the different disabilities that parents of 2,5% (1950) of all children 017 years receive financial aid or other assistance due to developmental disorders (mental
deficiency, severe ADHD and related disorders), parents of 0,8% (630) due to physical
disorders (motor, visual and auditory impairments) and parents of 0,6% (480) due to
pervasive developmental disorders (autism, Asperger and related disorders). In total,
children whose parents get financial aid or other assistance due to their disability are 3,9%
(3060) of all children 0-17 years. Other children mentioned above whose parents receive
financial aid from the Social Insurance Administration have long term illnesses.
Education
146. The Preschool Act states that all disabled children are to enjoy the services of
preschools, which are generally available to children above the age of 1 ½ -2 years and run
by the municipalities. Special care, necessary training and other remedies are provided to
these children by specially trained staff. Generally the municipalities all over the country
provide the necessary funding to fulfil their duties in this regard and take pride in
doing so.
147. The same applies, by law, to primary schools. Children with developmental disorders
generally attend regular schools, at least during the first years in school, whatever the
disability may be. Primary schools are run by the municipalities. They are obligated by law to
meet the needs of children with developmental disorders and generally do so quite well.
Special teachers and developmental therapists are hired as needed. Schools get extra
allocations from the State to fulfil this duty. A fund governed by the Ministry of Social Affairs
and Social Security grants money for that purpose, according to the assessed degree of
special needs.
148. A relatively new regulation, issued by the Ministry of Education, ensures that disabled
youngsters are offered education and vocational training up to four years in special classes
in secondary schools all over the country.
149. Inclusion of disabled children into regular schools is the aim and objective of the
authorities in Iceland. Therefore, the vast majority of disabled children attend regular
2
schools unless their parents prefer special schools. In the regular schools the children are
provided with special education and other assistance as needed.
150. There are two special schools in Iceland, one for mild/moderate developmental
disorders, another for severe mental and/or physical disabilities. Some parents prefer
these in the latter years of primary school. In the school mentioned first, for the
mild/moderate developmental disorders, there now (2007-2008) are 98 students between
6-16 years of age. This amounts to 0,2% of all children in that age group. In the school
mentioned second, there are 25 students, amounting to 0,05% of all children in that age
group.
151. This means that all other children attend regular schools, i.e. 99,75%. It should be
mentioned that in a number of regular schools there are special classes for disabled
children. These classes are tied to regular classes which the disabled children also attend
when that is considered suitable. Hence, the disabled children in question are categorised
as attending regular schools with special assistance.
152. The new Preschool Act, No. 90/2008, Primary School Act, No. 91/2008, and Secondary
School Act, No. 92/2008, ensure the rights of the disabled even further. The Acts specifically
address the situation of disabled children and children with learning dysfunctions. This is
stated most clearly in Article 17 of the Primary School Act, No. 91/2008, which has specific
instructions on the rights of students with special needs and stipulates that their learning
needs shall be met in public primary schools without discrimination, irrespective of their
physical or mental capacity:
a) Students who have learning difficulties due to specific learning
dysfunctions, emotional or social dysfunctions and/or disability,
pursuant to Acts on disability issues, students with dyslexia, students
with chronic illnesses, and also students with special needs because of
health issues, are entitled to learning support in accordance with their
assessed special needs.
153. In November 2007, the Minister of Social Affairs set up a working group concerning
service for disabled young people 16–20 years of age. The aim of the working group is to
deal with services for young disabled persons aged 16–20 years after the end of the
school day in secondary schools, estimate the number of secondary school students who
would use such service, estimate cost for each young person using the service and examine
the cost divisions between the Ministry of Education, Ministry of Social Affairs and the
municipalities because of this project.
Institutions
153. Very few children in Iceland live permanently in institutions; 20 children (0,03% of all
children 0-17 years), mainly adolescents aged 12-17 years do, however, live in small group
homes, run by the state or municipalities, due to severe disabilities and/or the social/health
conditions of their families. It can be assumed that 50% of this group lives there due to
severe autism and 50% because of a severe physical and mental disability. It can be
assumed that approximately the same number (20 children, 0,03%) live in foster care, not
due to disabilities but due to social or health conditions in their families
List of Issues
No references to children with disabilities.
IDA suggested recommendations for Concluding Observations :
 Introduce measures to ensure that the well-being of children in care, in institutions,
treatment homes and within foster families, is regularly monitored with special attention on
3
the right of the child to be heard, including through the use of alternative communications
for children with disabilities.
 Introduce measures in compliance with Article 12 CRC to ensure that children and young
people in mental health settings have the right and opportunity to freely express their
views on matters of treatment, services and support, and for their views to be given due
weight in accordance with the age and maturity of the child, without any discrimination
based on disability, and that they have access to age- and disability-appropriate support
to exercise these rights.
 Adopt measures in the law to ensure the implementation of inclusive education of children
with disabilities, such as ensuring inclusive education is an integral part of core teacher
training in universities; require individual education plans for all students; ensure the
availability of assistive devices and support in classrooms, educational materials and
curricula, ensure the accessibility of physical school environments, encourage the
teaching of sign language and disability culture, allocate budget for all of the above.
 Adopt measures to ensure that all information, education, healthcare and services relating
to sexual and reproductive health are made accessible to boys and girls with disabilities,
in age-appropriate formats and that they are respectful of the dignity and integrity of
persons with disabilities based on the free and informed consent of the individual
concerned.
 Ratify the Convention on the Rights of Persons with Disabilities and its Optional Protocol
of the Convention.
PANAMA
State Report
I. Introducción
3. En materia legislativa sobresale la promulgación de diversas normas orientadas a dar
cumplimiento a los derechos de la niñez, especialmente en los aspectos de salud, el
fortalecimiento de las normas que reconocen el derecho al nombre y a la nacionalidad, la
protección especial de los niños, niñas y adolescentes de todo tipo de explotación; el
reconocimiento de los derechos de la niñez con discapacidad y de las poblaciones
indígenas; así como, la adopción de normas para lograr la sostenibilidad a las políticas
sociales que están en implementación.
4. Sobre el tema de políticas públicas destacan los esfuerzos realizados en la formulación
de programas para superar las inequidades sociales como lo es el Programa de Red de
Oportunidades, los Programas para la Erradicación del Trabajo Infantil, el Plan Nacional de
Salud de la Niñez y la Adolescencia, el Programa Nacional de Inmunizaciones, el
Fortalecimiento de la Ampliación de la Cobertura de la Atención Primaria de la Salud y el
Plan Nacional para la Inclusión de las Personas con Discapacidad.
6. Los datos estadísticos contenidos en el presente Informe, han sido obtenidos en su
mayoría de la Contraloría General de la República y complementados con otros estudios
nacionales que durante el período de estudio se han realizado en determinadas áreas, como
lo son: La Encuesta Nacional de Trabajo Infantil, año 2000 y el Estudio Nacional de la
Prevalencia de la Discapacidad, año 2006 y con estadísticas específicas que son
levantadas por otras entidades del Gobierno.
III. Medidas generales de aplicación
4
A. Adecuación de la legislación nacional durante el período 2003-2007
34. Como resultado de esta situación, se observa que los mayores avances logrados
durante este período en materia jurídica, abarcan las áreas del derecho a la educación, el
derecho a la salud, el derecho a la inclusión de personas con discapacidad y las normas
relativas a reconocer el principio de no discriminación de pueblos indígenas y la etnia negra.
36. Se han adoptado las siguientes leyes:
w) Ley Nº 23 de 28 de junio de 2007, que crea la Secretaría Nacional de Discapacidad;
37. Se han adoptado los siguientes Decretos Ejecutivos:
g) Decreto Ejecutivo 103 de 1º de septiembre de 2004, por el cual se crea la Secretaría
Nacional para la Integración Social de las Personas con Discapacidad y el Consejo
Nacional Consultivo para la Integración Social de las Personas con Discapacidad;
o) Decreto Ejecutivo 7 de 24 de febrero de 2005, por el cual se crea la Oficina Nacional de
Salud Integral para la Población con Discapacidad, en el Ministerio de Salud, y se dictan
otras disposiciones;
ii) Decreto Ejecutivo 8 de 03 de marzo de 2008, que reglamenta la Ley Nº 23 de 28 de junio
de 2007, que crea la Secretaria Nacional de Discapacidad;
D. Supervisión independiente
54. En el año 2005 se refuerza la independencia presupuestaria de la Defensoría del
Pueblo, pues hasta ese momento su presupuesto estaba contemplado dentro del
Presupuesto de la Asamblea Nacional. A través de las modificaciones introducidas se obliga
al Estado a dotar del presupuesto suficiente para asegurar sus funciones. De igual forma, se
modifica la forma de escogencia del Defensor del Pueblo, quien anteriormente era
nombrado por el Presidente de la República y ratificado por la Asamblea Nacional, con las
modificaciones introducidas estas responsabilidades le corresponden a la Asamblea
Nacional. Otro aspecto que cabe resaltar es el hecho que con estas modificaciones se
establece en forma especial dentro de sus funciones el de velar por los derechos de las
personas con discapacidad y por los derechos, la cultura y a las costumbres de los grupos
étnicos nacionales.
I. Cooperación con las organizaciones de la sociedad civil, organizaciones no
gubernamentales y grupos de niños y jóvenes
94. De estas organizaciones, 70 se dedican a brindar servicios a la niñez y la juventud (41
brindan servicios de acogimiento temporal y únicamente 24 brindan servicios de
capacitación y cinco servicios de comedor). En su totalidad reciben asignaciones anuales en
concepto de subsidio por un monto de USD 2,654,294 y se beneficia una población
estimada en 9.607 niños y jóvenes (incluye organizaciones dedicadas a atender niñez con
discapacidad y poblaciones indígenas).
A. Derecho a la no discriminación
131. El Comité reiteró su recomendación para que el Estado parte adopte medidas para
desarrollar una cultura de los derechos humanos y modificar las actitudes hacia los niños,
niñas y adolescentes en general, y sobre todo hacia las personas menores de edad
pertenecientes a grupos indígenas; así como también se adopten las medidas preventivas
que sean necesarias para combatir la discriminación dentro de la sociedad, en particular de
las niñas, los niños y adolescentes pertenecientes a grupos marginados, los niños
indígenas, los niños con discapacidades, otras minorías, los niños refugiados y los niños
de trabajadores migrantes, por ejemplo, mediante campañas de educación y sensibilización.
Y solicitó que se comuniquen las medidas y los programas pertinentes a la Convención
sobre los Derechos del Niño que el Estado parte haya emprendido como consecuencia de la
Declaración y Programa de Acción aprobados por la Conferencia Mundial contra el Racismo,
la Discriminación Racial, la Xenofobia y las Formas Conexas de Intolerancia en 2001 y
5
teniendo en cuenta la Observación general Nº 1 sobre los propósitos de la educación (2001)
(CRC/C/15/Add.233, párrs. 25-26).
3. No discriminación en la educación
145. Durante este período se ha puesto en ejecución, por primera vez, el Programa
Nacional de Becas para Erradicar el Trabajo Infantil (al 2007 se habían otorgado un total
de 8,110 becas por un monto de USD 3.220.120), y el Programa Nacional de Becas para
Estudiantes con Discapacidad (al 2007 se concedió un total de 6.347 becas por un monto
de USD 2.357.900).
5. No discriminación en la salud
150. Otras medidas legislativas, logradas en este período para asegurar la igualdad a la
salud en la población infantil son: el establecimiento del Programa Nacional de Tamizaje
Neonatal (Ley Nº 4 de 2007), el cual asegura la gratuidad de este servicio y el
establecimiento del marco legal para regular el proceso de vacunación en la República de
Panamá (Ley Nº 48 de 2007) a través de la cual se reconoce el derecho que tiene todo
individuo, especialmente los niños y niñas, los adolescentes en los centros de custodia, los
niños, niñas y adolescentes trabajadores, las embarazadas y las personas con
discapacidad, entre otros grupos de la población, a la protección contra las enfermedades
incluidas en el Esquema Nacional de Inmunizaciones brindado por el Estado. Establece la
obligación de las personas que ejerzan la patria potestad, la tutela o la guarda de los niños y
de las personas con discapacidad de cumplir las indicaciones del Ministerio de Salud en
este tema. Garantiza a toda la población, en especial a los grupos más vulnerables, el
acceso gratuito, en todas las instalaciones públicas de salud. Además, como forma de
control para la población menor de 18 años, se señala que en el momento de matricular al
estudiante, la persona responsable debe presentar la tarjeta de vacunación correspondiente.
6. No discriminación por discapacidad
155. A través del Acto Legislativo Nº 1 de 2004, Que reforma la Constitución Política de la
República de Panamá, se amplió el principio de No Discriminación, al incorporar a rango
constitucional la no discriminación por razón de discapacidad (artículo 19 de la Constitución
Política).
156. Se estableció la Secretaría Nacional de Discapacidad, mediante Ley Nº 28 de 2007,
con la finalidad de ser la instancia ejecutora y coordinadora de las políticas publicas de
inclusión de las personas con discapacidad y sus familias. Las campañas más
sobresalientes realizadas durante este período para prevenir la discriminación por
razones de discapacidad, han sido: Campaña INCLUYE, iniciada desde el año 2004 hasta
la fecha; Instalación del Premio Nacional de Prensa por la Inclusión Social de las Personas
con Discapacidad y sus Familias, desde el año 2005; lanzamiento y ejecución de la
Campaña VIVAMOS SIN BARRERAS, desde el año 2006 hasta la fecha.
157. Durante este período, el Estado panameño, por primera vez ha impulsado una política
nacional de inclusión para las personas con discapacidad, en todos los ámbitos, tanto de
la educación, salud, cultura, deportes. Los logros obtenidos se detallan en el acápite B)
Niñez en condiciones de discapacidad, capítulo VIII, Salud Básica y Bienestar.
D. El derecho a la vida, a la supervivencia y al desarrollo
1. Fortalecimiento de las políticas públicas
171. Se creó el Programa Nacional de Tamizaje Neonatal, con el objeto de detectar
enfermedades metabólicas o endocrinológicas en el recién nacido para disminuir la
morbimortalidad y discapacidad infantil. Se hace obligatoria, en todo el territorio nacional, la
toma de la muestra para el tamizaje neonatal en todas las instalaciones de salud, públicas y
privadas, como parte del cuidado de rutina del neonato o recién nacido. La prueba es gratis
en las instalaciones públicas.
6
3. Prevención de conductas suicidas y promoción de la salud mental
180. Con la finalidad de disminuir y prevenir los riesgos de conductas suicidas, en el año
2005 se elaboraron las guías en Redes Sociales para la Prevención de la Depresión; se
inició el Sistema de Vigilancia de la Conducta Suicida en el área de Panamá Oeste con
cobertura a toda la población; se llevó a cabo el curso de Rehabilitación Psicosocial; se
implementaron siete Planes Regionales de Salud Mental y se sensibilizó a funcionarios de
las Alcaldías en el Tema de Salud Mental y Alianzas Estratégicas. Se realizaron los talleres
para la prevención de la conducta suicida, "Habilidades para la Vida" y "Rehabilitación
Psicosocial."
181. En el año 2006, se reforzaron las acciones en este tema, en el marco del Día
Internacional de Prevención del Suicidio, se llevaron talleres de concienciación y prevención
con el lema "Más conocimiento, más esperanza"; se implementó la campaña "Detrás de la
Angustia, siempre hay una luz de esperanza, Valora tu vida"; se evaluaron a nivel nacional
los sistemas de salud mental y se revisaron y discutieron las normas para la atención de las
personas que padecen de Trastornos Mentales Crónicos; se elaboraron panfletos y
separadores de libros, enfocados en la prevención de la conducta suicida; se logró que las
nueve regiones de salud seleccionadas, elaboraran sus planes operativos de atención y
prevención de la depresión y se logró la integración de la salud mental en todas las acciones
de salud; con la finalidad de descentralizar las acciones e involucrar a las autoridades
municipales, se ejecutaron capacitaciones en salud mental con la Alcaldía de Panamá, en el
tema "Salud mental, drogadicción, depresión y manejo de las conductas"; se elaboró el Plan
Operativo de Enfermeras Especialistas en Salud Mental y se realizó una investigación
participativa sobre alcoholismo en pueblos indígenas. Todas estas actividades contienen la
transversalización de la salud mental de la niñez y la adolescencia, y su prevención y
atención se llevan en forma integral desde el Programa de Salud Escolar y el programa de
Salud Mental.
182. En forma específica la atención de la salud mental de niños, niñas y adolescentes se
incluyó en el Manual de Normas Técnicas y Administrativas del Programa Nacional de Salud
Integral de los y las Adolescentes, el cual contiene las guías y orientaciones que debe seguir
el especialista de la salud para prevenir, evaluar e intervenir conductas depresivas, suicidas,
de consumo y/o abuso de sustancias o bien en casos de violencia doméstica. Estas normas
se establecieron con base en las Normas Nacionales del Programa de Salud Mental
Vigentes.
183. En el año 2007, como mecanismo estratégico para dar sostenimiento a estas acciones
e involucrar a todos los sectores relacionados con el tema, se estableció mediante Decreto
Ejecutivo Nº 137 de 2007 la Comisión Nacional de Prevención y Control de la Conducta
Suicida y Otras Formas de Violencia en Panamá, y se formuló e implementó el Plan
Nacional Intersectorial para la Prevención y Control de la Conducta Suicida con el objetivo
de contribuir al mejoramiento de la salud mental de la población en general, focalizando
esfuerzos en los grupos de riesgo de conducta suicida. La Comisión está integrada por un
equipo interinstitucional, que abarca desde el Ministerio de Salud, el Ministerio de Desarrollo
Social, Ministerio de Educación, entre otros.
184. Desde el Ministerio de Educación, a través del Programa Educación en Población se
han fortalecido estas acciones, siendo el principales pilar el Proyecto "Comunicación
Educativa para la Promoción de Conductas Saludables", en el año 2005 se realizó el
Diagnóstico de los Principales Problemas Psicosociales de la Población Adolescente
Escolar en todas las regiones educativas del país (13 en total). De este trabajo se definió la
estrategia de intervención en los centros educativos del país. Se capacitaron a 300 docentes
de premedia en prevención de problemas psicosociales de los adolescentes y promoción de
conductas de una vida de calidad.
D. El pago de la pensión alimenticia del niño
259. Sobre el pago de la pensión alimenticia, el Código de la Familia en su artículo 377
señala que éstos comprenden una prestación económica, que debe guardar la debida
relación entre las posibilidades económicas de quien está obligado a darlos y las
7
necesidades de quien o quienes los requieran. Éstos comprenden: 1. El suministro de
sustancias nutritivas o comestibles, de atención médica y medicamentos; 2. Las
necesidades de vestido y habitación; 3. La obligación de proporcionar los recursos
necesarios a fin de procurar la instrucción elemental o superior o el aprendizaje de un arte u
oficio y se extiende aun después de la mayoría de edad hasta un máximo de 25 años,
siempre y cuando los estudios se realicen con provecho tanto en tiempo como en el
rendimiento académico. En caso de discapacidad profunda se extiende hasta que éste lo
requiera. Y, en forma especial para las personas menores de edad, comprende también
todo lo necesario para lograr su desarrollo integral desde la concepción.
E. Niños privados de su medio familiar
269. En este sentido, hacemos referencia al artículo 495, el cual contiene una descripción de
las personas menores de edad que se encuentran en circunstancias especialmente difíciles,
entre los cuales son considerados los que están en situación de riesgo social; víctimas de
maltrato y abandono; "menores" carenciados; trabajador en condiciones no autorizadas por
la ley; víctimas de catástrofe y discapacitados. Para estos casos se dispone que el juez
podrá ubicarlos en hogar sustituto o colocación familiar, el cual puede ser un "centro" u
hogar distinto al de sus padres; en caso de abandonados, son asignados a casas hogares
(art. 542). A su vez, el artículo 547, señala que en los casos de "menores" en circunstancias
especialmente difíciles el juez podrá a solicitud de los padres, tutores o guardadores
ingresarlos en los establecimientos de custodia, protección, educación o
resocialización. También se permite que los padres, guardadores, autoridad competente
(abarca también la instancia administrativa) puedan disponer de la colocación familiar (art.
367). En otro orden, el propio Código desarrolla aún más las categorías consideradas como
situación de riesgo social (art. 498), abarcando también a aquellos que: no asisten a la
escuela; se dedica a la mendicidad, la vagancia; a deambular; el que consuma bebidas
alcohólicas, drogas o estupefacientes; abandone el domicilio de sus padres; se empleé en
ocupaciones peligrosas para la salud, moral o contrarias a las buenas costumbres; frecuente
el trato con gente viciosa o viva en casa destinada al vicio. La Jurisdicción de Niñez y
Adolescencia es la competente para adoptar las medidas "tutelares" para el tratamiento,
reeducación, asistencia y protección de "menores" (art. 754). Este marco tutelar contenía
circunstancias más agravantes, pues, hasta el año 2008, la norma permitía que podían ser
adoptados los "menores" ubicados por sus padres o guardadores en establecimientos
públicos o privados, y quienes los hubiesen desatendido por un período de seis meses o
más.
B. Niñez en condiciones de discapacidad
312. El Comité recomendó a Panamá que, teniendo en cuenta las Normas Uniformes sobre
la igualdad de oportunidades para las personas con discapacidad (resolución 48/96 de la
Asamblea General, anexo) y las recomendaciones formuladas por el Comité el día de su
debate general sobre la cuestión de los derechos de los niños con discapacidades (véase el
documento CRC/C/69), procure recopilar suficiente información estadística, prestar atención
especial a los niños con discapacidades de las zonas rurales e indígenas y adoptar todas las
medidas necesarias para integrar a esos niños en el sistema educativo general, en las
actividades sociales y culturales y en los deportes (CRC/C/15/Add.233, párr. 42).
1. Recopilación de información estadística
313. Ante la falta de un sistema nacional que permitiera recopilar la información estadística
sobre la prevalencia de la discapacidad, en el año 2005 el Gobierno Nacional coordinó y
puso en ejecución la Primer Encuesta Nacional de Prevalencia de la Discapacidad
(PENDIS) 2005-2006 y el Atlas Nacional de Discapacidad. Este estudio se realizó con la
cooperación técnica de la OPS y utilizó como marco la clasificación internacional del
funcionamiento de la discapacidad y de la salud (CIF). Este estudio sirvió de línea base para
elaborar la política pública social de inclusión de las personas con discapacidad.
8
314. El estudio mostró la prevalencia estimada para el año 2006 de 370.053 personas con
discapacidad, de las cuales 36.848 eran personas menores de edad (corresponde al 10%).
2. Medidas legislativas y política social a favor de la niñez con discapacidad
315. A través del Decreto Ejecutivo Nº 103, de 1º de septiembre de 2004, se crea la
Secretaría Nacional para la Integración Social de las Personas con Discapacidad
(SENADIS) como unidad asesora del Órgano Ejecutivo, adscrita al Ministerio de la
Presidencia, en materia de discapacidad y el Consejo Nacional Consultivo y para la
Integración Social de las Personas con Discapacidad (CONADIS), como ente de
participación de todos los sectores, públicos y privados, así como de las organizaciones de
personas con discapacidad y sus familias, con el objetivo de coadyuvar en la formulación de
la política nacional para la integración social, económica y cultural de las personas con
discapacidad y sus familias. Esta Secretaría conjuntamente con la Dirección Nacional para
las Personas con Discapacidad del Ministerio de Desarrollo Social constituyó en las dos
instancias públicas encargadas de llevar adelante la política social para este grupo
poblacional a partir del 2004.
316. A través de la Ley Nº 23, de 28 de junio de 2007, se fortaleció la Secretaría Nacional de
Discapacidad, estableciéndola como una entidad autónoma de carácter descentralizado con
autonomía y patrimonio propios. Esta ley fusionó la Secretaría Nacional para la Integración
Social de las Personas con Discapacidad y la Dirección Nacional de Discapacidad del
Ministerio de Desarrollo Social como parte del proceso de fortalecimiento institucional social
de la República de Panamá. SENADIS es la responsable de la ejecución de las políticas
sociales para las personas con discapacidad, mientras que el Ministerio de Desarrollo Social
se mantiene como el ente rector de esta política. Actualmente la Ley Nº 23, de 28 de junio
de 2007, ha sido reglamentada por el Decreto Ejecutivo Nº 8, de 3 de marzo de 2008.
SENADIS sirve de entidad coordinadora entre las instituciones públicas y organizaciones
civiles en el tema de discapacidad y promueve la participación de las personas con
discapacidad y sus familias en asuntos relacionados al ejercicio de sus derechos.
317. En ese mismo año, el Estado panameño reafirmó su compromiso por la integración
social de las personas con discapacidad al ratificar a través de la Ley Nº 25, de 10 de julio
de 2007, la Convención sobre los derechos de las personas con discapacidad y el Protocolo
facultativo de la Convención sobre los derechos de las personas con discapacidad,
adoptados en Nueva York por la Asamblea General de las Naciones Unidas el 13 de
diciembre de 2006.
318. Adicionalmente, se aprobó la Ley Nº 4, de 8 de enero de 2007, por la cual se crea el
Programa Nacional de Tamizaje Neonatal, cuya importancia radica en que hasta el
momento estas acciones sólo se realizaban a los pacientes con seguro social. Esta norma
amplía la cobertura hacia todos los recién nacidos y ordena generar un programa con
cobertura nacional, actualmente en ejecución.
3. Fortalecimiento a las familias con discapacidad
319. Con el apoyo del Despacho de la Primera Dama, desde el año 2006, SENADIS inició la
ejecución del Proyecto Fami – Empresas, el cual se focaliza en promover la capacidad de
autogestión de las familias con discapacidad, a través de la creación de empresas
productivas, comerciales y de servicios, a fin de mejorar sus condiciones socioeconómicas e
incorporarlas al sistema productivo nacional. Durante su primer año de ejecución se logró
entregar un total de 2.006 subsidios por un monto total de 1.747.849,60 dólares de los
Estados Unidos, de los cuales 806.727,06 fueron destinados a beneficiar a 943 familias con
personas con discapacidad menores de 18 años. Este proyecto ha sido diseñado para
continuar en los siguientes años.
320. Por medio del Fondo Rotativo de Discapacidad (FODIS) creado mediante la Ley Nº 23,
de 2007, SENADIS asigna apoyos económicos y técnicos para la población con
discapacidad que se encuentra en condiciones de pobreza y extrema pobreza, con el objeto
que asistan a las citas médicas y terapias, adquieran los medicamentos y alimentación
especial y se beneficien de la entrega de ayudas técnicas y auxiliares. A mediados del año
9
2008, se habían entregado un total de 710 subsidios, de los cuales el 51,7% beneficiaron a
personas menores de 18 años con discapacidad.
4. Educación inclusiva
321. La Ley Nº 34, de 6 de julio de 1995, por la cual se reforma la Ley Orgánica de
Educación establece que la educación de los niños y niñas con necesidades educativas
especiales será coordinada en el Ministerio de Educación a través de la Dirección Nacional
de Educación Especial, con lo cual Panamá inicia los pasos para transformar el sistema
educativo para las personas con discapacidad de un modelo segregado a uno inclusivo.
Esta instancia es la encargada de coordinar la población con necesidades educativas
especiales asociadas o no a discapacidad. El Instituto Panameño de Habilitación Especial
es la entidad que desde 1971 realiza las experiencias de integración de los servicios de
educación especial hacia la educación regular.
322. A partir del año 2004, y por primera vez, el Estado panameño asume su compromiso
de promover el reconocimiento de los derechos humanos de las personas con discapacidad;
en el año 2005, se establece el Plan Nacional de Educación Inclusiva en Atención a la
Diversidad de los Estudiantes con la coordinación del Ministerio de Educación y el Instituto
Panameño de Habilitación Especial (IPHE), como una estrategia de equidad social, el cual
es desarrollado en fases progresivas.
323. Sobre la base de este plan, los niños, niñas y adolescentes con discapacidad son
incluidos en el sistema educativo y cuentan con el apoyo de los especialistas de la Dirección
Nacional de Educación Especial, los especialistas de la Dirección Nacional de Servicios
Técnicos Médicos del Instituto Panameño de Habilitación Especial y del Ministerio de Salud
y Caja de Seguro Social.
324. En el año 2005, el plan inició con 67 escuelas a razón de cinco planteles por región
educativa. A través del proyecto "Formador de formadores" se creó un banco de datos de
profesionales el cual tuvo a su cargo la capacitación de 2.700 docentes en educación
inclusiva. Al año 2006, se habían integrado al plan de educación inclusiva 175 escuelas
inclusivas en las que el Ministerio de Educación ha designado 144 docentes de educación
especial, quienes atienden a estudiantes con necesidades especiales con y sin
discapacidad, y nombró a 36 profesionales en las áreas de psicología, fonoaudiología y
trabajo social, distribuidos en las 13 regiones educativas que atienden a los niños con
necesidades especiales. En año 2007 se amplió la cobertura del plan a 502 escuelas
oficiales básicas generales, de premedia, media, académica y profesional y técnica y se
capacitaron a 6.700 docentes de las escuelas participantes del plan.
325. Este plan se reforzó con la colaboración por parte del IPHE, el cual cuenta con 681
educadores especializados en la atención a niños y niñas con discapacidad, en 356 centros
educativos con un promedio de uno o dos por centro, beneficiándose la población con
discapacidad que reside alrededor de estos centros.
326. A través del Instituto para la Formación y Aprovechamiento de Recursos Humanos
(IFARHU) en cooperación con el Despacho de la Primera Dama, en el año 2006 se suscribió
un acuerdo para fortalecer el subprograma de Asistencia Económica Educativa para
Personas con Discapacidad y Necesidades Educativas Especiales. La ejecución de este
programa preferentemente está dirigida a aquéllos que proceden de hogares de escasos
recursos económicos para que continúen sus estudios a nivel de educación básica general,
media y superior en instituciones educativas oficiales o particulares a nivel nacional. De las
180 becas que se habían otorgado en el año 2005, se logró conceder 1.235 en el 2006 y
2.000 becas para 2007 (la duración de estas becas es por tres años).
327. En el 2006 también se inició el proceso de actualización de la currícula de estudios
para la formación de docentes, transversalizando los contenidos de atención a la diversidad
y la Facultad de Ciencias de la Educación de la Universidad de Panamá ha incorporado
alrededor de 22 asignaturas relacionadas dentro de los programas de estudios.
328. Dentro de las acciones de sensibilización para promover la Educación Inclusiva, las
acciones más sobresalientes han sido: Campaña Nacional "Incluye" desde el año 2004
hasta la fecha; campaña "Soy líder" dirigida a 3.878 estudiantes de 13 regiones educativas,
10
para contribuir a la inclusión de estudiantes en condición de discapacidad; campaña
"Vivamos sin barreras" consistente en la distribución de material promocional por parte del
Ministerio de Educación y el concierto "Vivamos sin barreras" con el apoyo del Despacho de
la Primera Dama y SENADIS, con la participación de 300 estudiantes de nivel primario y
media académica; Concurso Preescolar de Oratoria "Porque todos y todas tenemos derecho
a estudiar en la misma escuela"; encuentros talleres sobre educación inclusiva con la
Confederación de Padres y Madres de Familia de la República de Panamá; campaña
"Caminitos de sensibilización", dirigida a padres y madres de familia, docentes y a niños y
niñas sobre los valores y derechos de la diversidad de la niñez con discapacidad; seminario
taller "Educar hoy para todos" con la coordinación de SENADIS, Ministerio de Educación y la
Fundación "Una escuela para todos".
329. A pesar de los grandes esfuerzos que el actual Gobierno ha realizado para avanzar en
la inclusión educativa, se requiere fortalecer los procesos de formación y capacitación de los
docentes para atender la población con discapacidad, no se cuenta con servicios gratuitos
de transporte para los estudiantes con discapacidad y se debe abordar la inasistencia de las
personas con discapacidad menores de edad a las aulas escolares, pues de estudios
realizados se ha observado que en un 26% de los casos se debe a la misma condición de
discapacidad, un 25% por falta de dinero y, en tercer lugar, por tener que trabajar (18%).
330. Conforme a los datos estadísticos del Ministerio de Educación, para el año 2006 a nivel
nacional se encontraban en el sistema inclusivo 696 niños y niñas a nivel preescolar, 9.457
estudiantes en el nivel primario y 517 en los niveles premedia y media.
5. Salud y rehabilitación
331. En el año 2005, se estableció la atención gratuita a las personas con discapacidad en
todas las instalaciones de salud, validando lo contenido en la Ley Nº 42, de 2000, sobre
equiparación de oportunidades. Este avance en el derecho a la salud de las personas con
discapacidad se reforzó con la obligatoriedad de la atención gratuita en salud a los niños
menores de 5 años, la atención gratuita en salud a las madres y embarazadas y la atención
gratuita a la población indígena.
332. Por medio del Decreto Ejecutivo Nº 7, de 2005, se creó en el Ministerio de Salud la
Oficina Nacional de Salud Integral para las Personas con Discapacidad, se elaboró el
Manual de Funciones y se logró incorporar en las hojas de registro de atención médica el
tema de discapacidad. A través de los Convenios de Gestión Hospitalarios, se incluyó el
monitoreo de la calidad de atención en los centros de salud y hospitales, los cuales se
revisan anualmente y contemplan la aplicación de la ficha técnica sobre accesibilidad
arquitectónica y eliminación de barreras en las instalaciones de salud.
333. Durante ese año se puso en marcha el proyecto piloto de accesibilidad en los
establecimientos de salud, el cual inició con una evaluación y equiparación arquitectónica en
65 instalaciones de salud. La inversión inicial fue de 68.000 dólares de los Estados Unidos,
actualmente continúa su ejecución.
334. En el Manual de Normas Técnicas y Administrativas del Programa Nacional de Salud
Integral de los y las Adolescentes (abarca la población de 10 a 19 años), aprobado mediante
Resolución Ministerial en el 2006 y que sirve de base la implementación de "Hospitales
amigos de las y los adolescentes", en su componente XII se refiere a la rehabilitación de los
y las adolescentes, establece que es responsabilidad de los especialistas de la salud
desarrollar la estrategia para lograr la participación interdisciplinaria, intersectorial,
comunitaria, familiar y personal que contribuya a la rehabilitación física, psíquica y social de
este grupo poblacional para facilitarle su reinserción en su entorno familiar, escolar y
comunitario; en este apartado contiene las normas y guías que el especialista de la salud
debe cumplir al atender a un o una adolescente con condiciones de discapacidad.
335. Desde la Caja de Seguro se ha reforzado el sistema de atención domiciliaria; se
atienden más de 4.400 pacientes encamados a nivel nacional con la finalidad de solventar la
desventaja social que presentan. En cuanto al tamizaje se realizaron 2.652 pruebas y un
total de 2.300 tamizajes neonatales de los cuales 5,56% se encontraron alterados. La
11
realización de estas pruebas ha permitido preparar a los padres y fortalecer la atención de
los pacientes.
Centros REINTEGRA y Estrategia de Rehabilitación Basada en la Comunidad
336. Durante el año 2005 se firmó el Convenio de Cooperación entre el Ministerio de Salud,
la Caja de Seguro Social, el Despacho de la Primera Dama y el Club Activo 20-30 para la
construcción de centros especiales de atención denominados Centros REINTEGRA. Éste es
un proyecto que se ejecuta a nivel nacional para ampliar y descentralizar la oferta de
atención a la población con discapacidad. Permitiendo que los niños, niñas y adolescentes,
así como el resto de la población con diferentes tipos de discapacidad física y sensorial,
logren el acceso a los servicios de salud para la rehabilitación. Cada centro cuenta con
equipo humano multidisciplinario que lo integran terapistas de lenguaje, terapistas
ocupacionales, fisioterapistas, técnico de registro médico, fonoaudiólogo, psicólogos y
trabajadores sociales. Cuenta también con el equipamiento para las terapias. En el año
2006, se logró la construcción de cuatro centros REINTEGRA a nivel provincial, actualmente
continúa su ejecución. Como parte de la estrategia de Rehabilitación Basada en la
Comunidad (RBC), se capacitaron a técnicos del Ministerio de Salud y a líderes
comunitarios con el objetivo de formar facilitadores nacionales que desarrolle la estrategia
en el exterior. Con la cooperación financiera del Gobierno del Canadá se compró un
laboratorio portátil para la confección de órtesis y prótesis (CUBOLAB) para ser utilizado en
las giras comunitarias en áreas de difícil acceso.
337. En cuanto a medicina física y rehabilitación, a nivel nacional, éstos se brindan en 33
establecimientos de salud que cuentan con el equipo de fisioterapeutas, sus auxiliares y
asistentes que atienden un promedio de 80.000 pacientes con un total de 350.000 citas en
diversas modalidades terapéuticas. En el año 2005, el Instituto de Medicina Física y
Rehabilitación capacitó a nivel internacional al equipo de terapeutas físicas, ocupacionales y
de lenguaje en técnicas de neurodesarrollo y neurofacilitación, el personal, a su vez, se
convirtió en agentes multiplicadores para el personal médico y se logró ampliar el área de
terapia física. Actualmente SENADIS coordina el Primer Estudio de la Oferta de Servicios de
Rehabilitación para Personas con Discapacidad en la República de Panamá, investigación
que se encuentra en proceso y que servirá de base de datos al desarrollo de la propuesta
para el desarrollo de la red integral de servicios de rehabilitación.
Proyecto "Llamado de amor"
338. Tiene como finalidad mejorar la calidad de vida de niños y niñas con defectos
congénitos. Se realiza con el apoyo del Despacho de la Primera Dama y el Ministerio de
Salud, participan especialistas de esta entidad y personal de la salud del Medical Missions
Foundation de Estados Unidos. En el año 2006, se lograron 144 intervenciones quirúrgicas y
576 evaluaciones. Actualmente continúa en ejecución.
339. En el 2007, se celebró el Convenio de Cooperación entre la Facultad de Doctorado en
Fonoaudiología de la Universidad de Dallas, Texas (Estados Unidos) y el Ministerio de Salud
para la realización de giras comunitarias para la captación y evaluación de la discapacidad
auditiva.
340. Además, se conformó la mesa técnica de trabajo para la implementación de la
Clasificación Internacional del Funcionamiento de la Discapacidad y la Salud (CIF).
Actualmente se encuentra elaborando el borrador de propuesta de ley. Esta normativa
permitirá avances en el logro de la certificación de la discapacidad en nuestro país, el cual
se encuentra pendiente de aplicación.
6. Acciones de sensibilización para la inclusión de la niñez y la adolescencia y
población con discapacidad
341. Desde el ámbito de la salud, el Ministerio de Salud en el 2006 puso en marcha el
programa de sensibilización y concienciación para la inclusión de las personas con
discapacidad, logrando 200 capacitaciones a nivel nacional, beneficiando a 8.000 personas
entre personal de la salud, sociedad civil y ONG; se entregaron más de 10.000 trípticos y
12
más de 10.000 folletos de bolsillo de la Ley Nº 42, de 2000, sobre la equiparación de
oportunidades de las personas con discapacidad. Se distribuyó 30.000 ejemplares del Plan
Estratégico Nacional para la Salud de las Personas con Discapacidad y se ejecutaron 48
programas radiales y 11 programas televisivos beneficiando a 200.000 personas.
342. La Caja de Seguro Social ha implementado medidas para promover la prevención y la
eliminación de todas las formas de discriminación contra las personas con discapacidad,
siendo las más relevantes: celebración de 15 jornadas en las diferentes policlínicas a nivel
nacional con temas alusivos a eliminar formas de discriminación a las personas con
discapacidad; ejecución de encuestas y cuestionarios para captar a esta población;
promoción y prevención a grupos de personas de la comunidad relacionada con la
importancia de la actividad física para una mejor calidad de vida y disminución de factores
de riesgo de enfermedades que generan alteraciones del movimiento y discapacidad;
preparación física de la mujer antes y después del parto; estimulación del desarrollo motor
en niños sanos.
7. Accesibilidad
343. En el tema de la accesibilidad para las personas con discapacidad, SENADIS, elaboró
el Manual de Accesibilidad, dirigido a arquitectos, ingenieros y maestros de obras. Éste
contiene las especificaciones técnicas para cumplir con los requerimientos mínimos de
accesibilidad. Esta herramienta de consulta la están evaluando actualmente los gremios
nacionales, organizaciones de personas con discapacidad y universidades. El Ministerio de
Vivienda impulsó la Ley Nº 6, de 2006, que reglamenta el ordenamiento territorial para el
desarrollo urbano, incorporando la obligatoriedad de incluir en los proyectos de construcción
las normas técnicas de accesibilidad física.
344. En determinadas áreas de la Ciudad de Panamá, con la cooperación de la Agencia
Española de Cooperación Internacional, a través del Fondo Mixto, se ejecuta el Proyecto
"Mejora de la accesibilidad e integración de niños, niñas y jóvenes del municipio de San
Miguelito y Colón" por el orden de 300.000,00 dólares de los Estados Unidos con la finalidad
de construir en las áreas públicas espacios de accesibilidad física para las personas con
discapacidad.
E. La seguridad social
401. ..El trabajador tiene derecho a afiliar a sus dependientes con la finalidad de obtener los
beneficios del sistema de seguridad social. Entre estos dependientes se encuentran los hijos
e hijas menores de 18 años, cuyo beneficio se extiende hasta los 25 años cuando se
encuentren estudiando; también son beneficiarias las personas con discapacidad hasta
los 18 años y se extiende cuando las condiciones así lo necesiten.
G. Nivel de vida
Corresponsabilidades de las familias:
439. Las corresponsabilidades son el conjunto de compromisos que adquieren el Estado y
las familias usuarias en la Red de Oportunidades. El cumplimiento de las
corresponsabilidades compartidas constituye el punto de partida para el desarrollo humano
de las personas y el desarrollo colectivo de la comunidad. Las familias beneficiarias se
comprometen a: mantener al día las vacunas de los niños y niñas menores de 5 años;
presentarse a las consultas de control de embarazo; asistencia de las personas con
discapacidad a los centros de salud; garantizar la asistencia a los niños y niñas a clases;
asistir a las reuniones de padres de familia en la escuela; participar en las capacitaciones
para el fortalecimiento productivo y generación de capital social de las diferentes
instituciones.
Prestación de servicios y corresponsabilidad familiar
Componente salud
444. Al 2007 se mostró que el 96% de las mujeres que se habían identificado como
embarazadas asistió a los servicios de salud. El 86% de los hogares cumplió con la
13
responsabilidad de vacunación y el 90% de las personas con discapacidad había utilizado
los servicios de salud. El número de consultas fue de 775.497; se realizaron 27.489
consultas prenatales; se habían despachado 597.693 medicamentos; realizado 127,300
papanicolau (de los cuales 18.327 fueron practicados en las áreas comarcales).
A. Promover la enseñanza preescolar, primaria y secundaria para que llegue a ser
universal
459. Al sistema educativo panameño tienen acceso la niñez con discapacidad a través de
la Política de Educación Inclusiva que se ejecuta desde el año 2004. Los niños refugiados
también tienen acceso a la enseñanza. Para ambos grupos son exonerados la totalidad de
los gastos de matrícula. En el caso de los niños y niñas refugiados, estas exoneraciones son
tramitadas por la Oficina Nacional para la Atención de Refugiados (ONPAR). Las acciones
que desde el ámbito de la educación se adelantan para el logro de la equidad social, se
detallan en el apartado A (Derecho a la no discriminación) del capítulo V (Principios
generales) y acápite B (Niñez en condiciones de discapacidad) del capítulo VIII (Salud
básica y bienestar).
E. Apoyo a la culminación de estudios y reinserción educativa
527. Actualmente el IFARHU otorga becas estudiantiles a través de diferentes modalidades,
siendo las más sobresalientes: Programa de Asistencia Económica; Concurso General de
Becas; Programa de becas para Personas con Discapacidad, Programa de Becas para
Corregimientos de Mayor Pobreza y Programa de Becas para Erradicación del Trabajo
Infantil, beneficiando a la población estudiantil de 7 a 15 años.
H. Esparcimiento, descanso y actividades culturales
1. Cultura
536. El Instituto Nacional de Cultura (INAC), es la entidad estatal encargada de brindar la
orientación, fomento, coordinación y dirección de las actividades culturales en el territorio
nacional. Trabaja en forma coordinada con el Ministerio de Educación y otras entidades
gubernamentales para el logro de sus objetivos. Cuenta con una cobertura nacional de 19
escuelas en las regiones de educación y 2 en áreas comarcales indígenas. Algunas de las
actividades relevantes realizadas durante el periodo de estudio son:
• Programa de Inclusión de las personas con discapacidad en las artes y la cultura:
dirigido a la niñez con discapacidad, se realiza anualmente a través del Festival de la
Inclusión, abarca teatro, pintura, escultura. Se realiza en coordinación con el Despacho de la
Primera Dama.
• Festival de Pintura para Niños con Parálisis Cerebral: Se realiza en forma anual, en el
año 2007 se beneficiaron alrededor de 400 niños de los programas de inclusión.
• Festival de la Diversidad: Tiene como finalidad brindar un espacio para que los niños,
niñas y adolescentes con discapacidad demuestren su talento artístico.
• Museos: Se han elaborado actividades para que los niños con discapacidad puedan
conocer lo que había en el Museo de Ciencia. Entre estas actividades están: "Tocamos
aprendemos" y "Adivina quién soy", de esta forma los niños a través del tacto investigaban y
conocían lo que estaba el museo.
List of Issues
No reference to children with disabilities.
IDA suggested recommendations for the Concluding Observations
 Undertake awareness raising campaigns aimed at the government, the public and families
to promote the positive image of children and adults with disabilities and their role as active
participants and contributors to society.
14
 Introduce measures to ensure that all children, including children with disabilities, can live
and be raised in family environments in the community, and to eliminate the
institutionalisation of children by building up community based services and support
(including through increased social assistance and welfare benefits) to children with
disabilities and to their families, including foster families.
 To address the heightened risk for children with disabilities, in particular girls, of becoming
victims of violence and abuse, and adopt urgent measures to ensure that both services and
information for victims are made accessible to children with disabilities living in institutions
and the community. To ensure that complaint mechanisms are made accessible for
children with disabilities to report violence in the home, in school and care facilities.
 To introduce accessible measures for children with disabilities to be informed of and
assisted in signaling an abuse of their rights. To ensure training of personnel of social
services, police, and other interlocutors in contact with children, to facilitate communication
with children with disabilities and to better understand their needs and interest.
 Address the heightened vulnerability of children with disabilities living in rural and
indigenous areas by ensuring access to their rights to social protection, health, education,
and the right to play.
 Adopt measures in the law to ensure the implementation of inclusive education of children
with disabilities, such as ensuring inclusive education is an integral part of core teacher
training in universities; require individual education plans for all students; ensure the
availability of assistive devices and support in classrooms, educational materials and
curricula, ensure the accessibility of physical school environments, encourage the teaching
of sign language and disability culture, allocate budget for all of the above.
KOREA
State report
35. The Government also sought to provide a basic standard of living for children
with physical challenges. In 2007, the disability benefit for children was raised to
a maximum of 200,000 won per month, and the number of beneficiaries also grew
dramatically from
78. In March 2007, the Government signed the Convention on the Rights of
Persons with Disabilities, which aims to protect the rights of disabled persons in
all aspects of life. The Convention is pending ratification by the National Assembly.
Once ratified, the Convention together with the Welfare of Disabled Persons Act
and the Act on the Prohibition of Discrimination against Disabled Persons and
Protection of Their Rights will serve as a legal and institutional basis for promoting
the rights and interests of people with disabilities.
79. In accordance with the Act on the Prohibition of Discrimination against
Disabled Persons and Protection of Their Rights, the person responsible for the
education of the disabled child cannot coerce the child to enter a school or transfer
to another. The Act stipulates that no one can keep a child with disabilities from
participating in classes and extracurricular activities organized by the school—such
as, experiments, school trips, etc.—on account of the child’s disabilities. The Act
also requires the provision of convenient facilities necessary for commuting to and
from school, moving on school grounds, and participating in educational activities.
15
80. The Act on Special Education for the Disabled, Etc. was enacted in May 2007.
The Act aims to provide an adequate educational environment for children with
disabilities and/or persons with special educational needs. The Act also
recommends that education be customized based on the type and degree of the
child’s disability as well as at what stage the child is in his/her lifecycle in order to
foster their development and integration with the society.
238. Foster homes receive childrearing subsidy. Children in care are beneficiaries of
the National basic livelihood security and thus, receive living, medical, and education
allowances. Since 2006, children in care have been also entitled to disability
benefits of up to 100,000 won annually for behavioral disabilities, and in-patient
and out-patient medical expenses. Moreover, if caretakers (foster parents or
relatives) of alternative childrearing live in rental homes smaller than 85m2, the
Government either provides key money for bigger rental housing or a down payment
for public leased housing.
Group home
239. The Government provides care to children through not only foster homes but
also group homes. Group homes are a form of a community-based family-oriented
care services different from the existing institutional care. The Child Welfare Act was
amended in January 2004 to include group homes as one of the child welfare
facilities. The number of group homes quadrupled from 71 households in 2003 to 276
households in 2007.
240. Group homes are divided into short-term, long-term, and treatment-based care.
Short-term care is for children unable to live with their guardians or relatives due to
financial distress, marital problems of the parents, parents’ separation, incarceration,
child abuse, etc. Long-term care is for child-headed families or children placed in
welfare facilities, and children requiring long-term care. Treatment-based care is for
children experiencing maladjustment in facility care or emotional problems unsuitable
for facility care.
243. The Government has been providing support to adopting families to promote
greater national adoptions. Childrearing and medical allowances are subsidized for
families who adopt children with disabilities, children suffering from illnesses
related to premature or underweight births, children who become ill due to inborn
factors, etc.
(2) Children with Disabilities
CRC/C/15/Add. 197, para. 51:
The Committee recommends that the State party, in accordance with the
recommendations arising from the Committee’s day of general discussion, held in
1997, on children with disabilities, and the Standard Rules on the
Equalization of Opportunities for Persons with Disabilities (General Assembly
resolution 48/96, annex):
(a) Take effective measures to combat the culture of discrimination against
children with disabilities, including through awareness-raising and education
campaigns aimed at parents, children, teachers and the general public;
(b) Undertake a comprehensive survey of the number of children with
disabilities, including those currently not attending school, which assesses their
educational needs and access to education and other social services;
(c) Expand existing programmes aimed at improving the physical access of
children with disabilities to public buildings and areas, including schools and
recreational facilities, and increase the number of integrated education
programmes at pre-primary, primary, secondary and tertiary levels.
16
281. The Government enacted the Act on the Prohibition of Discrimination
against Disabled Persons and the Protection of Their Rights in 2007 and has
been implementing a range of promotional activities to eliminate discrimination
against children with disabilities. The Government has also regularly surveyed
persons with disabilities and built barrier free facilities to enhance their
physical access to public facilities and schools since 2003. In particular, the
National Human Rights Commission of Korea has strengthened remedial
measures for discriminatory acts by setting up disability discrimination
committee to redress discrimination against the disabled. Furthermore, the
Government’s key policy agenda includes promotion of integrated education
catering to the unique development needs of children with disabilities and
thus, the Government has been establishing special education support centers
and dispatching special education instructors, etc.
(a) Eliminating discrimination against people with disabilities
282. In 2007, the Government enacted the Act on the Prohibition of
Discrimination against Disabled Persons and the Protection of Their Rights and
has endeavored to eliminate discriminations against and improve the rights of
persons with disabilities with Korea’s accession to the UN Convention on the
Rights of Persons with Disabilities among other endeavors.
283. The Act on the Prohibition of Discrimination against Disabled Persons and
the Protection of Their Rights defined the scope of discriminatory acts including
direct and indirect discrimination, refusal to provide legitimate accommodation,
discriminatory advertisements, disability-based violence, etc. The scope also
includes interfering with the rightful use of a guide dog or an auxiliary aid by a person
with disability, and/or by a parent or guardian of a child with disability, or any
person reasonably recognized to offer assistance to a person with disability.
Notwithstanding the defined scope, the Act prescribes that no discrimination shall be
found if refraining from any of discriminatory acts would incur excessive burden or
undue hardship, or would be inevitable due to the nature of particular tasks or
business operations. Also, affirmative measures to accomplish genuine equal rights
for and to eliminate discrimination against persons with disabilities shall not be
deemed as discriminatory acts.
284. The Act prescribed six sections to cover areas where persons with disabilities
could encounter discrimination: Employment; Education; Provision and Use of Goods
and Services; Judicial and Administrative Procedures, Services and Political Rights;
Motherhood, Fatherhood, Sexuality, Etc.; and Family, Home, Welfare Facilities, Right
to Health, Etc. Furthermore, the Act has a separate chapter to address antidiscrimination and relief against women and children with disabilities in light of the
growing number of women with disabilities and increasing burden posed to families
with children with disabilities.
(b) Comprehensive survey on children with disabilities
287. The survey of persons with disabilities in 2005 was far more comprehensive
to go beyond simply reporting the number of children with disabilities. It conducted
individual interviews and checked the status of the disability criteria, households,
and social welfare facilities for the disabled. The study on children with
disabilities focused on the current utilization and demand for childcare services,
school enrollment and non-enrollment status, usage and demand for rehabilitation
services (physical therapy) etc. The comprehensive survey was previously scheduled
17
to be conducted every five years but the interval was shortened to three years in
2007.
(c) Improved physical access and integrated education
288. Pursuant to the Act on the Promotion & Guarantee of Access for the
Disabled, the Aged and Pregnant Women to Facilities and Information, the
Government has been operating a wide range of convenient facilities at public
buildings and facilities to ensure safe and convenient access and ease of use to
children with disabilities.
289. School facilities and its environs were overhauled and full-day classes at
special education institutions and after-school classes in regular schools have
been in operation since 2005. The Government announced the 5-Year Special
School Modernization Plan in 2004 and newly built or upgraded aging facilities in
40 special schools in 2004, 53 schools in 2005, and 30 schools in 2006. In 2007, 35
schools were renovated.
290. The Government formulated and implemented the first Comprehensive Plan
for the Development of Special Education (1998~2002) to guarantee the right of
disabled children to education and to increase services tailored to their needs.
In 2003, the Government formulated the second Comprehensive Plan for the
Development of Special Education (2003~2007). According to this plan, it
implemented policies to expand education opportunities for disabled students, laid
the foundation for integrated education, expanded support services for special
education and expanded the disabled students’ opportunities for higher
education, etc. In particular, the Government implemented projects to raise social
awareness by creating and distributing educational materials and organizing diverse
events to promote better understanding of persons with disabilities.
291. Integrated education for children with disabilities is provided at special and
regular classes in regular schools. To guarantee the right of disabled children to
education, the Government has dispatched special education instructors to both
special and regular schools to safeguard these children to support teaching and
learning activities, and manage problematic behaviors, etc.
292. The Government dispatched 2,400 special education instructors in 2006 and
additionally assigned Military Public Service Personnel as special education
assistants. There were 4,000 paid special education instructors and 1,222
Military Public Service Personnel in 2007, and more will be gradually
dispatched in the future.
Related legislation
294. The Act on the Protection and Support of Missing Children, Etc. was enacted in
2005. There is an average of 3,000 children and persons with disabilities reported
missing every year, of which some go missing for a prolonged period posing a
serious problem to society. Thus, the Act aims to alleviate physical, psychological
and economic sufferings of the missing children and their families, and to prevent or
find missing children by creating an efficient system.
Five-Year Plan for the Development of Policies on the Disabled
312. The Five-Year Plan for the Development of Policies on the Disabled
(2008~2012) was announced in August 2008 to respond to the different causes of
disabilities, meet the diverse needs of the disabled, and to raise the quality of
welfare services for the disabled to the level of advanced countries. Following
the first (1998~2002) and the second plan (2003~2007), the third plan’s main
objective is to develop and implement user-oriented policies.
18
313. Rehabilitation services were expanded for children with disabilities. Family
support services, including counseling on childrearing and temporary care, are
provided for the caretakers. In addition, the support for maternal and child health was
strengthened to prevent inborn disabilities and improve access to medical
services. The Government is also planning to introduce the Special Pension for
Children with Disabilities to provide livelihood allowances to disabled children
in the event of their parents’ old age or death.
314. The Government has been improving the environment in which disabled
children are nurtured and alleviating the families’ financial burden by subsidizing the
additional expenses incurred in their upbringing. The financial assistance is provided
to the parent or guardian of children with disabilities under the age of 18 who either
receive the national basic livelihood security or are in the near poor group.
Childrearing assistance for families with disabled children
315. The childrearing-related assistance has been available for families with
disabled children since 2007. The childcare services offer respite to families
constantly challenged in raising children with disabilities to relieve financial burden
and strengthen family stability. The program targets children under the age of 18
who have developmental and mental disabilities.
316. Since 2007, the Government has been dispatching childcare helpers to provide
childcare services including commuting assistance for children with disabilities.
The program is designed to alleviate the burden of parents in having to personally be
responsible for the disabled children’s commute to childcare facilities.
317. As prescribed under Article 38 of the Welfare of Disabled Persons Act, the
Government has been supporting education-related expenses for children of
disabled persons. While challenged by limited employment opportunities
compared to non-disabled peers, low income households headed by persons
with disabilities incur relatively higher indirect costs including medical,
transportation, and assistive device-related expenses. Therefore, the
Government’s financial support aims to reduce the economic burden for households
with disabled persons by guaranteeing equal opportunity to education for the
children. The education subsidy covers tuition, textbooks, supplies, and others.
Commuting service for children with disabilities attending special schools
366. The most popular transport mode for children with disabilities in special
schools was the school bus used by 63.5% of the children studied, followed by
walking, dormitory, passenger cars, and public transportation. Only 4.4% of children
with disabilities attending special schools received itinerant education (See
Table 6-4).
374. The Government has been committed to promoting children’s healthy
development. It has primarily focused on improving children’s access to medical
services and building an early health management system. It has also increased
medical allowances and established a system to prevent infant and child
disabilities by strengthening screening for inborn error of metabolism. Unfortunately,
the Government’s policies had paid little attention to the newly rising threat of
children’s mental disabilities. In recognition of this shortfall, the Government plans
to actively promote programs for the early prevention of mental disability risks.
375. The Government enacted the Act on the Prohibition of Discrimination
against Disabled Persons and the Protection of Their Rights to ensure that
persons of disabilities are free of disability-based discrimination and unfavorable
treatment in all areas of society. It is also implementing a nationwide survey to collect
accurate information of the status of children with disabilities and has worked to
19
improve physical access and integrated education for children with disabilities.
Marginalized by the current welfare system, there are children with disabilities who
have yet to participate in schools or society. Unfortunately, the total number of
such marginalized children has not yet been identified, posing a problem for social
integration and guaranteeing the rights of children with disabilities.
376. Early treatment and rehabilitation therapy are critical for the independence of
children with disabilities. From the initial emergency care to early rehabilitation
therapy, and to community-based rehabilitation, many obstacles exist due in large
part to the lack of a healthcare system for rehabilitation. The Government is
preparing to secure treatment services incorporated into child care and education for
the rehabilitation of children with disabilities and to expand the scope of eligibility
for free education from disabled children in low income families to all disabled
children.
Special education
424. The Government has been expanding the infrastructure for special education
to provide greater educational opportunities to children with disabilities. There
were 144 special schools in 2007, which represents a fourteen-fold increase
from 10 schools in 1962, when special education began in Korea. The 2007
figure is 2.7 times higher than 53 schools in 1979, when the Special Education
Promotion Act was promulgated (See Table 7-9).
425. To meet the growing demand from children with disabilities for education, the
Government has continued to increase the number of special schools and
special classes, as well as employing more teachers trained in special
education (See Table 7-10).
426. Regular schools have opened special classes to provide integrated
education for students with special education needs. Integrated education is
designed to provide these children the opportunity to receive special education
tailored to their individual needs in regular schools without being
discriminated on account of the degree or type of their disabilities. Special
classes were first introduced in 1971, and have since grown in number to 5,753
classes in 2007, which is 549 classes more than 2006 (See Table 7-11).
427. There were 65,940 children who needed special education in 2007, out of
which the highest number came from 36,041 children with mental disabilities. By
school level, there were 3,125 students in pre-schools, 32,752 students in elementary
schools, 15,267 students in middle schools, 13,349 students in high schools, and
1,447 in tertiary institutions. Furthermore, there were 7,637 children in need of
special education receiving integrated education in 6,263 regular classes at
3,621 primary and secondary education institutions (See Table 7-12).
428. The Government has endeavored to increase the number of students receiving
integrated education at regular schools. In 2007, 65.2% of children with
disabilities were in regular classes at regular schools compared to 54.7% in
2003 (See Table 7-13).
D. Factors and Difficulties
431. Compulsory education includes the last year of pre-school (for 5 year-olds), 6
years of elementary school, and 3 years of middle school programs. Compulsory
education for children with disabilities was expanded while childcare and tuition
expenses are subsidized for low income families. The Government hopes to
introduce free compulsory education at the high school level in the future but due to
budget constraints, it plans to first subsidize high school and higher education of
children from low income families and the underprivileged in the meantime.
20
Prevention of sexual abuse of children with disabilities
514. To address and prevent sexual abuse of children with disabilities at the
special schools for the disabled, the Special Education Management Plan
provides that students at special education facilities receive sex education
befitting their level of disability and school curricula. The faculty at these
facilities is trained to protect their students from sexual abuse. The Government will
continue to work toward the eradication of sexual abuse of youths, including
implementation of the Comprehensive Measures against Student Sex Abuse.
517. In addition to child abuse, sexual exploitation and abuse of children, inducing or
initiating a child to perform obscene acts, exposing to the public a child with
disabilities for the purpose of entertainment, making a child beg or using a child for
begging, making a child perform acrobatics detrimental to the child's health or safety
for the purpose of public recreation or entertainment,.. or encouragement or sanction
of such acts, are strictly prohibited by the Child Welfare Act, Youth Protection Act,
and other related laws.
List of Issues
Part I
7.
Please provide information on awareness-raising and public education
campaigns and programmes carried out to combat discriminatory attitudes towards
children, in particular owing to gender, nationality, disability, birth and appearance,
and on measures to prohibit discrimination and help children victims of discrimination.
10.
Please provide information on periodic review of care and treatment provided
to children in all public and private institutions providing alternative care.
Part III
1.
Please provide statistical data for 2008, 2009 and 2010, disaggregated by
nationality, age, sex, ethnicity, geographic location, and socio-economic status on:
(a)
The number of children deprived of a family environment and the type of care
they receive, and the budgetary allocations for residential care institutions, foster
homes and other forms of alternative care for children;
2.
Please indicate what percentage of families raising children with disabilities
are eligible to welfare services, education assistance, allowances and tuition
especially provided for children with disabilities.
IDA suggested recommendations for Concluding Observations :
 Introduce measures in compliance with Article 12 CRC to ensure that children and
young people in mental health settings have the right and opportunity to freely
express their views on matters of treatment, services and support, and for their
views to be given due weight in accordance with the age and maturity of the child,
without any discrimination based on disability, and that they have access to ageand disability-appropriate support to exercise these rights.
 Ensure that all children with disabilities enjoy adequate access to quality health
care on an equal basis with others. Monitor carefully preventive measures and
early identification and treatment of children with disabilities.
21
 Address the heightened risk for children with disabilities, in particular girls, of
becoming victims of violence and abuse, and adopt urgent measures to ensure
that both services and information for victims are made accessible to children with
disabilities living in institutions and the community.
 Incorporate inclusive education as an integral part of core teacher training
curricula in universities to ensure that the values and principles of inclusive
education are infused at the outset of teacher training and teaching careers of all
teachers.
 Ratify the Optional Protocol to the Convention on the Rights of Persons with
Disabilities.
SEYCHELLES
State report
74. There is still no protective legislation rendering it unlawful to discriminate against
people, including children, on grounds of sexual orientation. Article 2 of the Convention
states that all rights must be respected “irrespective of the child’s race, colour, sex,
language, religion, political or other opinion, national, ethnic or social origin, property,
disability, birth or other status”. It is to be noted that in many youth forums and debates,
homosexuality is subject to a negative discourse and has worryingly been described as a
‘negative influence of modernisation’.
75.
Discrimination amongst disabled children in mainstream education is another issue
which needs to be addressed. Mainstream schooling can be seen to be exclusive and
disenfranchising with no facilities to cater to their special needs such as sign language
teachers or textbooks in braille. This results in few disabled children being found in
mainstream education, instead of going to the “School for the Exceptional child” where they
are taught mainly vocational subjects. This leads to a large dependence on Social Security
benefits and eventually exclusion from meaningful employment.
(c) Support for families with disabled children
143. There have been some changes in the last ten years in relation to “accessibility” to
infrastructures. Nonetheless, an ‘occupational therapist’ has not been adopted on the
National Planning Committee as had previously anticipated. However, the National Planning
Authority is making some progress in supporting families with disabled children. New
buildings are more accessible and some changes to old buildings such as ramps and hand
rails are being introduced. It has been the policy of the Ministry of National Development to
provide specialised housing modified to the needs of disabled children when informed
beforehand of the requirements.
Through the National Action Plan for Children (1995-2000) the state committed Financial
assistance
144. Social Security fund provides disability benefit for disabled children of 15 years and
above. Since 1999 children with disabilities below 15 years can also receive benefit but
through a means tested system. Children of disabled parents who are receiving invalidity
benefits automatically receive dependant benefits.
145. The State provides home carers for children who are unable to go to school on a merit
basis. Those that do attend school are collected if they are unable to take public transport.
Recently the Seychelles Public Transport Corporation has introduced free bus passes for all
22
children with disabilities. However, public transport remains inaccessible for children in
wheelchairs.
146. Parents who have to stay at home to look after their severely disabled child/children
are provided for by the state under the Home Carer’s Scheme.
147. Housing assistance is provided on a case-by-case basis by the Ministry of National
Development. In the housing application form a new section (2003) has been introduced
where applicant is asked to state whether there is a person with disability in the household.
If there is, the house will be made accessible to disabled.
148. The School for the Exceptional Child caters for all disabled children who cannot
attend mainstream schooling.
149. Currently the Association for People with Hearing Impairment (APHI) is active in
their efforts to create a dictionary of sign language in Creole. The Project is receiving the
support of the Government. This will facilitate teaching by standardising Creole sign
language.
150. The Rehabilitation Centre’s programme is under review and the facility is set for
renovation. The Council for the Disabled sends a number of its clients to this centre for the
services it offers. However the centre has found it hard to keep professionals who can offer
specialist services. At the moment the centre is lacking the services of a permanent
occupational therapist and speech therapist. It however has an audiologist and a
rehabilitation specialist.
151. A proposal for an Integrated Disability Strategy is being considered. This strategy 30
recognises that the Rehabilitation Centre is but one component of critical disability services
aimed at meeting the needs of disabled persons and addresses the need for the Centre to
be part of a framework encompassing different components of rehabilitation.
152. A day care centre was set up in 2001 at North East Point near the Rehabilitation Centre
but only lasted for two months. It was found to be too costly and time consuming for parents,
due to the location and public transportation not being adequate for disabled children.
However there are plans to build two day care centres, one on Praslin and the other on La
Digue. For the former, the plot of land where it is to be built has already been transferred to
the Council for the Disabled, and for the latter the necessary procedures are being
undertaken for the transfer of a property. Following a consultation process the possibility of
setting up a day care facility next to the School of the Exceptional child is being explored.
153. SDPO along with the Council of the Disabled has made a proposal for a multi
purpose centre on Mahe for the disabled who do not attend school or the Rehabilitation
Centre.
154. The Council of the Disabled imports wheelchairs, crutches and other facilitating aides
for children. Importation is tax free but inclusive of a Goods and Services Tax. The Council
for the Disabled receives money from the Ministry of Finance upon request at no cost to the
beneficiaries. The Health Department often receives donations of wheelchairs which ensure
that there are no shortages.
Social integration
157. The National Council for the Disabled encourages all disabled to continue living with
their family. However, support for parents (other than financial) is very limited. The Council
with the help of Leonard Cheshire International is trying to design programmes of counselling
and support for parents of children with disability.
23
158. Associations
There are currently 7 associations catering for people with disabilities;
1.
Seychelles Disabled People’s Organization (SPDO). Mainly for the mentally and
physically disabled.
2.
Parents of Disabled Association of Seychelles (PODAS) - an association of parents
with disabled children
3.
Seychelles Union of the Blind. Catering for the visually impaired
4.
Association for People with Hearing Impairment.
5.
Sports Association (for all disabled taking part in sports).
6.
Faith and Light
7.
District Disabled Support Group. There is such a committee in each district.
159. The National Council for the Disabled oversees the work of all the mentioned
associations and provides support. The Community Development Department organizes
skills development and social activities to promote integration.
160. The Sports Association for the Disabled is very active and disabled children are
provided with opportunities to take part in international competitions. (Indian Ocean games,
CJSOI). These children also take part in the National Championships organized every year.
2. Disabled children (art. 23)
177. Taking note of the Standard Rules on the Equalization of Opportunities for Persons
with Disabilities (General Assembly resolution 48/96, annex) and the results of the
Committee’s day of general discussion on the rights of children with disabilities, held on 6
October 1997 (see CRC/C/69, paras. 310-339), the Committee recommended that the State
party continue its cooperation with the National Council for the Disabled and other relevant
civil society organizations, in particular in:
178. Developing and implementing a policy aimed at the full integration of children with
disabilities into the mainstream school system;
179. Assessing the extent to which current services and public facilities are accessible and
appropriate for the needs of children with disabilities with a view to improving the physical
environment, the coordination of service delivery and the capacity of all staff and
professionals working for and with children to include children with disabilities in their
programmes, thereby facilitating their active participation in society at large.
34180.
The principle of inclusive education is central to both the Education Act (2004)
and Education Policy Statement “Education for a Learning Society” (2000).
181. Logistical challenges associated with full integration cannot however be overlooked,
many schools cannot cater for disabled students as infrastructure is lacking. Often students
who are bound to wheelchairs have to relocate to schools with facilities such as science labs
on the ground floor. This is often very inconvenient as public transport does not cater for
wheelchairs and often students have to attend schools a long way from their place of
residence with little support from the state.
239. Whilst the principle of mainstreaming the disabled is becoming increasingly
acceptable, more efforts are needed to improve effectiveness in practice so that more
disabled children can benefit.
240. Measures need to be taken to ensure that highly trained specialists remain at the
rehabilitation centre.
Facilities and care for disabled children and children with developmental problems (arts.
24.1 and 23.3).
24
253. Refer to initial report, paragraphs 235-236 Facilities for intensive specialist care (art.
6). 254.
Refer to initial report, paragraph 237
348. The flat rate of benefits given to children with disabilities needs to be revised in
order to recognise the different needs of different types of disabilities
365. Under the Rehabilitation Centre review programme it was found necessary to make the
services the centre offers as responsive and meaningful to the needs of persons with
disabilities. This has brought a shift from the concept of an all centre based vocational
training programme, to a more decentralised and mainstream approach to training with the
aim of making the trainees more marketable for employment.
C. Compliance with the Convention (art. 28)
1. Access to education (art. 28)
369. Refer to initial report, paragraph 377
370. Although it is the Government’s policy to guarantee education for all children, in
practice some children are being marginalised due to lack of facilities. This is apparent in the
case of children with hearing impairment. There are still no Government schools or
centres for the deaf in Seychelles. No proper facilities are in place where parents or families
may have access to counselling, and information about deafness. This is reflected in the
prevailing attitude of associating deafness with mental problems.
371. All deaf children will attend the school for the exceptional child until the age of 14/15
years old where they are taught mostly vocational subjects. Very few deaf children are
integrated into the mainstream schooling system and even fewer make it to academic levels
of education. This is in part due to the fact that there are no sign language teachers in State
schools, deaf teachers, deaf assistants, or interpreters. The outcome of this can be seen in
the fact that most deaf adults rely on social security benefits.
List of Issues
Part I
10. Please inform the Committee about policies, strategies and other measures taken by the
State party to:
b) eliminate gender-based stereotypes which lead to discrimination against girls in schools
as well as end discrimination on the basis of sexual orientation and disability in schools
and youth forums;
c) integrate children with disabilities into the mainstream school system and accommodate
children with special needs, especially children with hearing impairments.
Part III
3.
Please specify the number of children with disabilities, up to the age of 18,
disaggregated by age, sex, type of disability and socio-economic background covering the
years 2008, 2009 and 2010:
(a) Living with their families;
(b) Living in institutions;
(c) Placed in foster care;
(d) Attending regular schools;
(e) Attending special schools; and
(f) Not attending school.
IDA suggested recommendations for Concluding Observations :
 Ensure the availability of professionals at rehabilitation centres for children with disabilities
such as occupational therapists and speech therapists.
25
 Promote the recognition and use of sign language in accordance with Article 13 of the
CRC and Article 21 of the CRPD, including its teaching and use in schools.
 Continue to render public buildings, services and transport accessible to children and
adults with disabilities, in terms of the built environment, information and communications.
 Introduce measures in compliance with Article 12 CRC to ensure that children and young
people in mental health settings have the right and opportunity to freely express their
views on matters of treatment, services and support, and for their views to be given due
weight in accordance with the age and maturity of the child, without any discrimination
based on disability, and that they have access to age- and disability-appropriate support
to exercise these rights.
 Address the heightened risk for children with disabilities, in particular girls, of becoming
victims of violence and abuse, and adopt urgent measures to ensure that both services
and information for victims are made accessible to children with disabilities living in
institutions and the community.
 Introduce measures to ensure that the well-being of children in care, in institutions,
treatment homes and within foster families, is regularly monitored with special attention on
the right of the child to be heard, including through the use of alternative communications
for children with disabilities.
 Adopt measures in the law to ensure the implementation of inclusive education of children
with disabilities, such as ensuring inclusive education is an integral part of core teacher
training in universities; require individual education plans for all students; ensure the
availability of assistive devices and support in classrooms, educational materials and
curricula, ensure the accessibility of physical school environments, encourage the
teaching of sign language and disability culture, allocate budget for all of the above.
Ensure the continued education (both at secondary and tertiary levels) of pupils with
disabilities who have completed their primary education in mainstream or special schools.
 Ratify the Optional Protocol to the Convention on the Rights of Persons with Disabilities.
SYRIA
State report
23. Increasing importance has been given in the Syrian Arab Republic to building
partnerships with non-governmental organizations and civil society associations, in particular
devoted to the empowerment of women, and to strengthening the role of civil society
associations in national capacity-building for associations on gender issues. There has been
a marked increase in the activities of civil society associations in recent years; the number of
licensed associations increased from 450 in 2000 to more than 1,200 in early 2007. The
Ministry of Social Affairs and Labour backs the considerable role played by civil society
associations, which complement and support government efforts, offering various services,
including to different groups of children with disabilities and their families (for example,
through the provision of hearing aids, wheelchairs, cochlear implants and corneal
transplants).
24.
For some years, the Ministry of Social Affairs and Labour has played a supervisory
role, rather than providing services directly. It has delegated many of its former alternative
care functions to civil society associations and has established partnerships to supply the
health, social, educational, professional and rehabilitation needs of persons with disabilities,
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and integrate them into society. Partnerships have been formed with a number of civil society
associations, including the following:
1. Al-Ahlam Association for the Deaf and Mute;
2. Al-Ihsan Charitable Association for the Blind in Aleppo;
3. Yadan bi Yad (Hand in Hand) Association for Persons with Special Needs, which serves children
with physical disabilities attending the Aleppo Vocational Rehabilitation Institute for Persons with
Disabilities;
4. Al-Nur wa-l-Zuhur Association for Children with Cerebral Palsy;
5. Bina Association for the Blind;
6.Amal Society for Persons with Disabilities, which works throughout the country to rehabilitate and
reintegrate children with disabilities into society in order to ensure their human dignity through the full
realization of their rights to education and health care, psychological care and social care, in particular
for autistic children and children who have speech and hearing difficulties.
39. The Syrian Commission for Family Affairs concluded its analysis of the state of early
childhood and childhood in general in preparation for updating related strategies and
developing national programmes and action plans. Legislative and oher légal measures : ..
• The Persons with Disabilities Act No. 34 of 2004 (annex 13)
Premarital medical examination programme
75. The Ministry of Health began to develop this programme in 2002, with the aim of
providing premarital counselling, medical examinations and laboratory services, in
conjunction with the Physicians’ Association throughout the Syrian Arab Republic by the end
of 2008. The purpose of the programme is to ensure the health and safety of couples who
wish to get married and that of their children and, consequently, to reduce child mortality and
morbidity rates caused by increasingly prevalent genetic diseases such as diabetes,
thalassemia and sickle-cell anaemia, and to reduce the prevalence of disability.Programme
activities have focused on raising awareness of the dangers of intermarriage between
relatives — given the impact of the practice on the emergence of underlying genetic diseases
— especially as the 2001 Family Health Survey showed that the rate of intermarriage had
increased to 40.4 per cent (34.3 per cent in urban areas and 47.4 per cent in rural areas). At
present (2009), the programme is being implemented in the Idlib, Dar`a and Latakia
governorates as a step towards its introduction throughout the Syrian Arab Republic.
Integrated Management of Childhood Illness for healthy and sick children
80. The Syrian Arab Republic adopted its Integrated Management of Childhood Illness
Strategy in 2000 in order to reduce the number of deaths caused by common childhood
diseases and to help promote children’s growth and healthy development (exclusive
breastfeeding until the age of 6 months; proper and balanced complementary nutrition; and
early detection of disabilities and developmental difficulties). To that end, it took steps to
develop its human resources and enhance the effectiveness of personnel in caring for and
managing children under 5 years of age with a view to improving the quality of children’s
services and the care offered by the family and the community to healthy and sick children,
and to strengthening community participation. The programme covers 15 per cent of children
under 5 years of age.
Healthy child programme
86. This programme targets children under 5 years of age. When children visit a clinic, their
height, weight and head circumference are measured and their nutritional status is assessed.
The aim here is to promote children’s health, growth and development through proper
nutrition. Checks are carried out to ensure that safety conditions are met with regard to the
treatment of children in the environment in which they live. Efforts are made to prevent
accidents and diseases, through follow-up on vaccinations and early diagnosis of diseases,
delayed growth and development, and disabilities. Periodic tests are conducted and the
results are submitted to a physician. However, it should be noted that few parents bring their
27
children for tests, whether in private sector or government institutions, and tend to bring their
children in only when sick. Efforts are being made to raise awareness among parents of the
need to attend the health centre in order to have their children monitored, even if they are not
sick.
164. A child born out of wedlock is not affiliated to the father but to the mother. In such cases
the mother usually abandons her child. The State provided for the care of such abandoned
children under Legislative Decree No. 107 of 1970, which defines a foundling as “[a] newborn
who is found and is of unknown parentage”. The following are deemed to be foundlings
pursuant to article 18 of the Legislative Decree: (a) Children of unknown affiliation who have
no legal guardian responsible for their support; (b) Children who become lost and are unable
to seek assistance in retracing their family, because they are very young or suffer from a
mental disability, or because they are deaf or mute and their family takes no steps to find
them.
A. Enfants handicapés (art. 23)
177. The Syrian Arab Republic accords considerable attention to people with special needs,
endeavouring to integrate them into society, to enhance their capacities and to protect them.
The Persons with Special Needs Act No. 34 was promulgated in July 2004 to elucidate the
role of different sectors and ministries in addressing disability issues and ways of ensuring
cooperation between them. Moreover, Legislative Decree No. 12, promulgated in January
2009 (annex 46), provided for ratification of the Convention on the Rights of Persons with
Disabilities.
178. The National Plan to Combat Disability, which was adopted by the Government in
2008, represents an important step in the process of improving conditions for persons with
disabilities, meeting their demands and needs, and bringing about the requisite change visà-vis disability and related issues. The National Plan was drawn up to guarantee persons
with disabilities access to care and rehabilitation delivered by civil society organizations, led
by the Syrian Organization for the Disabled (AAMAL). It was discussed on 3 December 2007
at workshops held during the First Conference on Ways of Assisting People with Special
Needs in Syria. The Plan focuses on promoting rehabilitation based on social participation,
supporting and enhancing health-care and rehabilitative services for people with disabilities
and their families, and supporting the development, production and provision of assistive
technology.
179. A committee was set up to study the national classification of disability and to look into
the possibility of adopting the international classification system. Another committee was set
up to consider introducing an amendment to Decision 904 to include medical and
architectural intervention and a number of disabilities that were not mentioned in the previous
version. Moreover, the Minister of Health issued a decision on organizational directives to
identify persons with mobility needs covered by Decree No. 36 of 2003 (annex 47), which
permits persons with disabilities to use cars.
180. The Ministry of Social Affairs and Labour has taken steps, on the basis of Act No. 34
and the National Plan to Combat Disability, to provide free preventive and therapeutic
services to persons with disabilities and to enhance the capacity of units specializing in
physical and rehabilitative medicine to provide therapeutic and rehabilitative services. It also
supports early childhood education for children with disabilities, together with basic education
either in regular schools or in institutions, based on criteria established in coordination with
the Ministry of Education. Last but not least, it provides sports facilities for persons with
disabilities and encourages them to engage in physical exercise in schools and institutions.
Internal regulations have been established for institutions providing social services for people
with disabilities. Educational establishments for persons with auditory disabilities were
established in Raqqah and Hasakah, specialized staffs were appointed and the institutions
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began to operate during the 2007/08 school year. An educational establishment for persons
with mental disabilities was established in Tall.
181. The Ministry of Social Affairs and Labour provides the following facilities for persons
with disabilities and special needs:
• Persons with physical disabilities are given priority access to loans granted by the Public
Commission for Employment and Enterprise Development and they are exempted from
paying fees and taxes to establish the enterprises for which such loans are granted.
• The Ministry is authorized to conclude contracts with associations to implement joint
projects for the rehabilitation of persons with disabilities.
• A private-sector employer who employs more persons with disabilities than the minimum
required under the legislation and regulations in force benefits from an income tax reduction
equivalent to the minimum wage payable to each additional disabled person, provided that
the employer obtains certification from the Ministry.
• Persons with physical disabilities are provided with whatever public communication
equipment, devices and installations they need and are given priority access to various
means of communication.
• Land owned by the State and administrative units can be provided free of charge for the
establishment of institutions run by the Ministry and associations.
• Imports of equipment to be used exclusively for persons with disabilities are exempted of all
customs duties.
• Allowances may be paid to any poor family that looks after a disabled person suffering from
cerebral palsy. The Minister will determine the amount of the allowance to be paid
(depending on the severity of the condition affecting the person concerned) after obtaining
approval from the Ministry of Finance.
183. The provision of care for persons with disabilities is perhaps the area in which grassroots and civil society organizations are most actively involved. Educational support for the
blind is provided by the Syrian Arab Red Crescent organization under a project to supply
them with educational materials and miscellaneous skills. These persons are offered
psychological support, and their supervisors and family are trained in how to treat them, to
assess their aptitudes and to assist them in planning their future. The Executive Office of the
General Women’s Union decided to admit children with mild and moderate disabilities, free of
charge, to its kindergartens, in cooperation and coordination with the Drop of Milk Society,
which submits lists of children for admission. The General Women’s Union has organized
many workshops, in cooperation with the Karim Rida Said Foundation, to train kindergarten
supervisors in how to deal with children with special needs and provide them with services
that are geared to their individual requirements.
The Syrian Organization for the Disabled (AAMAL)
184. AAMAL is a non-governmental and non-profit-making civil society organization that was
established on 21 August 2002. It is one of the foremost bodies specializing in activities
aimed at improving the living conditions of persons with disabilities and ensuring their full
integration into Syrian society. The Organization focuses on the following activities:
• Establishing and running special rehabilitation centres for people with disabilities
• Training rehabilitation teams to assist people with disabilities, focusing on practical
applications
• Urging the authorities to enact and implement legislation that guarantees the rights of
people with disabilities
• Launching public awareness-raising campaigns on disability and encouraging approaches
that enable the community to assist in integrating people with disabilities
• Quantifying and identifying the most severe cases of disability in the Syrian Arab Republic
with a view to establishing a national database to improve the supply of services
• Helping to procure artificial limbs and other medical appliances for people with disabilities
• Developing master’s degree programmes to train specialists in the treatment of speech
29
defects and linguistic disorders and special education in cases of autism, auditory and visual
disabilities. More than 40 specialists have graduated from the 5 centres that the Organization
established to provide services of the highest standard at the lowest possible prices
• Establishing a scientific research centre on disability
185. December 2006 at Al-Amal School for the Physically Disabled. The event was also
celebrated in all social affairs and labour departments in the governorates. In December
2008, the Ministry of Social Affairs and Labour marked Disabled Persons Day by
The Ministry of Social Affairs and Labour celebrated Disabled Persons Day on convening the
first special Syrian forum for people with special needs, which adopted as its motto “We are
all responsible”.
186. In the field of special education and care for people with special needs, the Ministry of
Education has continued to issue directives, based on the Syrian Constitution and legislation
on compulsory education, confirming that children with mild and moderate motor and mental
disabilities and visual and auditory impairments can enrol in school. Its aim is to democratize
education and guarantee equality of opportunity and universality of general, vocational and
cultural education so that educational opportunities are effectively available to every child
(annex 48). The integration project is implemented in the Syrian Arab Republic on the basis
of national, humanitarian and cultural criteria and scientific approaches. A Public Integration
Commission composed of representatives of all ministries, grass-roots organizations and
relevant governmental and non-governmental bodies was set up in 1999. The Bina
Association for the Blind translated all schoolbooks into Braille, thus enabling many blind
children to continue their education.
189. One of the outcomes of the integration experiment has been that, for the first time,
people with special needs have been allowed to participate in competitive teacher selection
processes and a number of them have been appointed to Ministry of Education teaching and
administrative posts. Their experiences have also been cited as examples of success stories.
190. The Ministry of Culture, in cooperation with the Ministry of Social Affairs and Labour,
conducts research on integration activities run by civil society organizations and
kindergartens to assist children with auditory and visual impairments and mild motor and
mental disabilities. The activities are designed to integrate children with mental or physical
disabilities into society at various levels and to involve them in all children’s activities in the
Syrian Arab Republic. Thus, programmes for children with special needs are included in all
festive events. The children are either invited to attend as guests or visits to the children are
arranged. In 2008, the Ministry offered children with disabilities the opportunity to take part in
an art competition to mark World Animal Day, and one of the children did very well in the
contest. The Ministry plans to instal passages or corridors in all theatres and cultural centres,
such as the Dar Al-Assad hall and most modern cultural centres, to meet the needs of people
with disabilities and allow them to move around freely in their wheelchairs.
School health programmes
206. The School Health Directorate has overseen the introduction of school cards in primary
education, which are used to register information on the physical and psychological health,
social background and intellectual faculties of newly registered children and monitor their
development during the course of their studies. Follow-up is assured through programmes on
the early detection of disabilities, the delivery of primary health care for students,
immunization and diagnosis, and access to treatments. The following programmes are
undertaken:
• Programme on diagnosing disability and managing persons with special needs
236. Psychological counselling is offered in schools in the second cycle of education and the
secondary stage. Graduates in psychology and education have been recruited as
psychoeducation counsellors in accordance with Circular No. 543/2153 (3/4) of 10 October
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2000. The number of psychosocial counsellors in 2008/09 was around 3,336. Psychosocial
counselling serves to improve the effectiveness of education and students’ academic
performance, as the school counsellor carries out the following tasks:
• Getting to know students with special needs, both those who are exceptionally gifted and
those with a disability, and designing special programmes for them
283. The Ministry of Social Affairs and Labour issues circulars to its directorates in the
governorates instructing them to step up inspections at industrial, agricultural and
commercial establishments and to visit travelling salesmen to check that they are not
employing children. The directorates follow the legal procedures and refer employers who
break the law to the courts. The Ministry monitors development and social welfare
programmes for children that are run by juvenile offenders’ reformatories, institutes for
persons with disabilities, orphanages and homes for the poor.
List of Issues
PART III
3.
Please provide statistical data on the number of children with disabilities in the
State party disaggregated, inter alia, by age, sex types of disabilities and origin, and on the
percentage of children with disabilities attending regular education.
IDA suggested recommendations for Concluding Observations :
 Introduce measures in compliance with Article 12 CRC to ensure that children and young
people in mental health settings have the right and opportunity to freely express their
views on matters of treatment, services and support, and for their views to be given due
weight in accordance with the age and maturity of the child, without any discrimination
based on disability, and that they have access to age- and disability-appropriate support
to exercise these rights.
 Review laws and policies with respect to children with disabilities to eliminate the medical
model of disability and to promote the social and human rights based approach which
acknowledges that the disabling factors reside in the environmental and attitudinal barriers
created by society, and that all children and adults with disabilities are subjects of their
own rights.
 Undertake awareness raising campaigns aimed at the government, public and families to
promote the positive image of children and adults with disabilities and their role as active
participants and contributors to society.
 Address the heightened risk for children with disabilities, in particular girls, of becoming
victims of violence and abuse, and adopt urgent measures to ensure that both services
and information for victims are made accessible to children with disabilities living in
institutions and the community.
 Include inclusive education as an integral part of core teacher training curricula in
universities to ensure that the values and principles of inclusive education are infused at
the outset of teacher training and teaching careers of all teachers.
 Ratify the Optional Protocol to the Convention on the Rights of Persons with Disabilities.
31